On the relationship between Chinese EFL students’ everyday technology usage, e-learning readiness, and emotion regulation

• Autores: Hongwu Yang, Aigui Wang, Xinyu Yang
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 13, 2025 (Ejemplar dedicado a: Integrating Innovative Technologies into Technology-Assisted Language Learning (TALL) Environments: Insights, Applications, and Impacts), págs. 185-204
• Idioma: inglés
• DOI: 10.30827/portalin.viXIII.32274
• Enlaces
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• Resumen

  • This study investigated the relationship between learners’ everyday technology usage, e-learning readiness, and emotion regulation. To conduct the study, Cognitive Emotion Regulation, Readiness for E‐Learning, and Everyday Technology Usage Questionnaires have been employed. The results of the study demonstrated that the direct effect of using technology and e-learning on emotion regulation is positive and statistically significant. Access to equipment and technology and having online communication skills will increase students' self-efficacy and increase their motivation and emotions. In fact, e-learning readiness in students creates a positive attitude about the ease of use and usefulness of online learning, these factors also affect the intention and attitude of students in using online learning technology and blended learning. Implications are discussed.

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  • FUNDING INFORMATION
  • Philosophical and Social Science Research Projects of Jiangsu Higher Education Institutions 2025SJYB1056 Research on Innovative Practices...